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Exclusionary discipline is a major contributor to school pushout and the school-to-prison pipeline, which criminalizes educational environments through processes and practices that often result in the incarceration of youth. While there is extensive evidence on the pathways and impacts of exclusionary discipline for students of color, its impacts on LGBTQ youth are understudied. This scoping review aims to identify and synthesize the existing empirical research concerning exclusionary school discipline of LGBTQ youth. Following the six-stage approach outlined by the Joanna Briggs Institute, an electronic search was conducted from a total of nine databases. Our search yielded a total of 740 results; of those, 10 met the inclusion criteria and were included in the final review. Findings indicate that LGBTQ youth, especially girls, experience exclusionary discipline at disproportionate rates. These youth are often disciplined as part of their own victimization, by both peers and adults in schools. While race and the need for intersectional understanding of LGBTQ exclusionary discipline were often touched on, most studies do not include race in their analysis. Future research that examines LGBTQ exclusionary discipline through an intersectional lens is needed. [ABSTRACT FROM AUTHOR]

Exclusionary discipline practices are frequently utilized in schools despite decades of research indicating their ineffectiveness (American Psychological Association Zero Tolerance Task Force, 2008; Losen & Skiba, 2010; Muñiz, 2021). Research shows that removing students from the classroom does not change student behavior, is administered disproportionately to historically marginalized and minoritized groups, and is linked to the school-to-prison pipeline and lower academic achievement (Barnes & Motz, 2018; Losen & Martinez, 2020; Noltemeyer et al., 2015). This study explores the impact of the Inclusive Skill-Building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline practices, on discipline disproportionality. Pre-intervention, implementation, and post-intervention discipline data for 6th through 8th grade students were collected to understand the relation between ISLA and disproportional discipline data by race and gender. The findings suggest that ISLA is an effective tool for reducing overall in-school and out-of-school suspension rates as well as the risk indices for out-of-school suspensions for students of color, yet there is still a need for intervention adaptations to address specific disparities in exclusionary discipline practices. Research findings, study limitations, and implications and directions for future research and practice are further discussed. [ABSTRACT FROM AUTHOR]

Drawing on experiential, literary and historical narratives, this article connects the long history shaping the school-to-prison-pipeline to the contemporary experiences of Black youth in today's educational system. It maps abolitionism from its origins as a movement to end slavery through the ongoing Black freedom struggles that have challenged state and vigilante violence throughout the eras of Jim Crow and Civil Rights to today's efforts to dismantle the prison state. By situating the criminalization of African American education from our nation's founding until the present with particular focus on the post Brown years, the article stresses how policies that funded policing over education persisted through liberal and conservative administrations. This longer and broader historical approach to school discipline should help teachers, school administrators and policy makers devise anti-racist teaching practices that can resist the seemingly unyielding and ever adaptable strictures of white supremacy, most recently evidenced in the attacks on "Critical Race Theory," "Diversity Equity and Inclusion" initiatives and so-called "wokism." By listening to how those who have been enslaved and incarcerated regarded education, I join a chorus of voices suggesting how we might structure our pedagogical choices as a fugitive practice that looks for solutions outside the institution and imagines as yet unthought of alternatives to the ways punishment is incorporated into today's public education. [ABSTRACT FROM AUTHOR]

The article discusses the lack of demographic data and underrepresentation of certain groups, particularly women, in academic philosophy. It highlights the low percentage of women earning philosophy PhDs and holding professor positions. The representation of BIPOC students in philosophy PhD programs is also significantly lower compared to other fields. The article compares philosophy to other disciplines and emphasizes the need for more data and efforts to address underrepresentation. Additionally, it mentions a website called the Philosophy Exception that provides resources and information on equity, diversity, and inclusion in philosophy. [Extracted from the article]

Many U.S. schools utilize grade retention (repeating grades when not meeting academic benchmarks) to allow more time for students to learn grade level material. However, some research suggests retention may increase inequalities and not help students progress. We use national data (Future of Families and Child Wellbeing Study 2014–2017) and logistic regression to examine what predicts the likelihood of elementary school retention and whether retention is associated with long term outcomes. We find that race and family income did not predict who was most likely to be retained. As expected, boys were more likely to be retained than girls. Most importantly, we show that, of students in major metropolitan areas, retention did not predict long-term academic outcomes (regardless of race, sex, or familial income). Retention did predict long-term exclusionary discipline outcomes for Black students only supporting the School to Prison Pipeline framework. [ABSTRACT FROM AUTHOR]

Much has been written about the school-to-prison pipeline and the larger punitive turn within schools in the United States. This research has documented disturbing racialized disparities and disproportionate impacts on youth who are diagnosed with disabilities. While this scholarship has highlighted how marginalized youth encounter exclusionary forms of punishment, what is often missing is an understanding of how practitioners experience the policies, practices, and consequences of the school-prison nexus. In this study, the unique career experiences of individuals who worked as both teachers and juvenile justice practitioners in the Southwestern United States are analyzed. The reflections of practitioners who worked at both ends of the school-to-prison pipeline uncover a range of exclusionary practices in schools that is broader than what current conceptions suggest. This study adds important nuance to the literature by revealing how some educators facilitate school dropout through passive modes of racialized exclusion in addition to those that actively push out minoritized students. The article outlines three distinct categories of racialized school exclusion, examines their impacts, discusses how subtle modes of exclusion may relate to more overt punishments, and explores the broader context under which this range of "passive" to "active" modes of educational exclusion develops and operates. [ABSTRACT FROM AUTHOR]

Education research frequently measures and calls for an end to racial disparities in rates of US school discipline practices such as office referrals, suspension, and expulsion. This paper asks what a more expansive understanding of discipline can demonstrate about how schools discipline different students differently. Tracing the history of corporal punishment from Native boarding schools, through Ingraham v. Wright, to violent school policing and arrests today, the author finds that, because Black and Indigenous children can never be ‘normalized’ within white supremacist US schooling, the shift in disciplinary tactics that Foucault described never took place for these students and in fact, the functioning of normalizing school discipline for all depends on extraordinary, spectacular violence against the most marginalized. Rather than focusing on the discipline gap, education research must attend to the violence inherent in US schooling and seek to abolish it. [ABSTRACT FROM AUTHOR]

The article explores the intersections of race, disability, and systemic violence, specifically examining the tragic case of Elijah McClain, whose death in 2019 highlights the historical mistreatment of Black disabled individuals. It traces the roots of discrimination against disabled people, particularly in public spaces, and critiques the ongoing vulnerabilities faced by Black disabled youth within the education and criminal justice systems.

Increasingly, theories of signification are introduced to advance fugitive pedagogy in black education, digital culture, and beyond. However, scholars seldom question the dialogic thinking that substantiates many of these positions. Nonetheless, the algorithms and agents that control advanced technology and digitalization continue to trouble many of our presuppositions about Bakhtinian dialogism and texts. As a result, this paper argues that fugitive pedagogy may be too quiescent as a discourse and paradigm for understanding the character of black education and surveillance in the digital age. Digitalization not only rearticulates and reproduces various forms of racial surveillance, but it also extends the afterlife of racial chattel slavery in education. Using Foucauldian architectonics as a paradigm, this paper explains why discursive parasitism and panopticism are more comprehensive as a discourse for illuminating and explicating why so many of the challenges that black education faced in the past persist in the digital age. [ABSTRACT FROM AUTHOR]

The article present an interview with Mark Warren, author of "Willful Defiance: The Movement to Dismantle the School-to-Prison Pipeline," book. Topics include the concept of the school-to-prison pipeline; grassroots movements opposing it; the role of intergenerational transmission in organizing efforts; and highlighting the need for collaborative research and activism to address systemic inequalities and promote social justice.

This study used phenomenological narrative methodology to get insights into lived experiences of 10 Asian immigrant woman scholars in science, technology, engineering, and mathematics (STEM) in US institutions of higher learning. A feminist research approach overall guided the study. The concepts and theories of intersectionality, cultures of the academy, mindset, and mind tools framed the examination of the impacts of gender and work--family--community environments on the career pipeline of this group of women. The data were from two sources: (1) 48 documents on the participants and their institutions and (2) in-depth semi-structured interviews with these 10 participants. The findings show that gender and environment impacted the Asian women scholars' career pipeline and advancement differently. On the negative side, barriers separately or jointly rooted in gender-based, racial, and hierarchical biases at stages of their career pipeline, from professional education to faculty appointment and leadership, challenged them. On the positive side, other gender-based and environmental agents and interventions supported them to overcome obstacles to their upward career mobility. This chapter has implications for how higher education institutions can improve their gender-based and environmental policies and praxis and facilitate the advancement of Asian immigrant women in STEM. It also has implications for how Asian women can prepare themselves to be successful in academic STEM careers. [ABSTRACT FROM AUTHOR]

Since 2012, twenty-four states have legalized adult-use recreational cannabis. To varying degrees, state laws allow for the production, distribution, retail sale, and on-site consumption of cannabis in licensed businesses. Accompanying cannabis, some legalization has acknowledged that black and brown communities were disproportionately impacted by the war on drugs. To address this, social equity provisions have been a component of their public policies related to cannabis legalization. These provisions include measures to expunge cannabis-related criminal records and create social equity set-asides for cannabis business licenses. This paper's research question asks if, under its current structure and implementation, recreational cannabis laws achieve social equity goals. The methods for the analysis apply content analysis to public policy documents and quantify recreational cannabis licensing outcomes. These methods were applied to a comparative analysis of social equity provisions in state and local cannabis laws applicable to large U.S. cities (2020 population > 600,000). This analysis focuses on the characteristics of set-asides for social equity licenses to sell recreational cannabis. The analysis examines the scope of social equity policies, their administration and implementation, and the characteristics of licensees. The findings from the analysis are used to identify a model policy framework and generate recommendations to strengthen social equity outcomes in recreational cannabis licensing. [ABSTRACT FROM AUTHOR]

The escalating challenge of antimicrobial resistance (AMR) has led to a surge of global research and policy discourse on refilling an empty antibiotic pipeline. The empty pipeline metaphor is, however, wrought with paradoxes. Drawing on critical social sciences and humanities research on pharmaceutical innovation, this comment article presents five of the key paradoxes that structure contemporary innovation discourse: Was the so-called "Golden Age" of antibiotics really golden? Was rational drug design truly rational in terms of antibiotic development? Was the antibiotic pipeline really built on a foundation of scientific breakthroughs by an elite group of (male) inventors? How can antibiotics, powerful symbols of industrial power, be considered as market failures? How could the crisis of antibiotics become the golden hour of their policing? Rather than dissect each paradox, the article aims to complicate standard problem diagnoses and encourage creative new conceptualizations of inclusive antimicrobial innovation. [ABSTRACT FROM AUTHOR]

Racial disparities are evident in both educational outcomes and incarceration rates when comparing African American and white youth. It is essential to understand the school-to-prison pipeline and the ways in which school discipline practices and other factors disproportionately affect African American students, limit educational attainment, and increase risk for future incarceration in order to improve students' educational and life outcomes. This study explores how marijuana, anxiety and locus of control interact with school disciplinary practices in pushing students out of schools and into the criminal justice system. Analyses utilizing data from the Woodlawn Study, a longitudinal study of African Americans followed from first grade through adolescence, young adulthood, and midlife (n = 1,242), reveal that suspension or expulsion, frequent marijuana use, and locus of control (males only) all predict criminal justice system involvement above and beyond not graduating from high school, but do not interact significantly. This study offers avenues for intervention to reduce disparities. [ABSTRACT FROM AUTHOR]

The social movement for #PoliceFreeSchools (and the adjacent campaign on college and university campuses called #PoliceFreeCampuses) welcomes an opportunity to reimagine school discipline and safety in contradistinction to current carceral forms. Scholars have moved away from notions of "school to prison pipeline" by demonstrating the many ways schools are organized as carceral spaces (e.g., school-prison nexus). A conceptual framework of Anti-carceral leadership is put forward in this paper to underscore the need for a leadership paradigm that actively refuses the logics of the carceral state (e.g., social control). The paper underscores how the logics of antiblackness may sustain mechanisms of social control in education policy intended to undo racialized harm. The tensions of be(com)ing an anti-carceral leader and its significance for undoing technologies of punishment, confinement, and constraint that reinforce schooling as a site of Black pain and suffering are discussed. [ABSTRACT FROM AUTHOR]

Sociological research has long been interested in inequalities generated by and within educational institutions. Although relatively rich as a literature, less analytic focus has centered on educational mobility and inequality experiences within graduate training specifically. In this article, we draw on a combination of survey and open-ended qualitative data from approximately 450 graduate students in the discipline of sociology to analyze graduate school pipeline divergences for first-generation and working-class students and the implications for inequalities in tangible resources, advising and support, and a sense of isolation. Our results point to an important connection between private undergraduate institutional enrollment and higher-status graduate program attendance—a pattern that undercuts social-class mobility in graduate training and creates notable precarities in debt, advising, and sense of belonging for first-generation and working-class graduate students. We conclude by discussing the unequal pathways revealed and their implications for merit and mobility, graduate training, and opportunity within our and other disciplines. [ABSTRACT FROM AUTHOR]

"The Criminalization of Childhood and Adolescence" is a review of the book "Willful Defiance: The Movement to Dismantle the School-To-Prison Pipeline" by Mark R. Warren. The review discusses the disproportionate impact of the school-to-prison pipeline on children of color, children with disabilities, and LGBTQ youth. It highlights the negative consequences of zero tolerance policies and the presence of police in schools, including increased arrests and racial disparities. The review emphasizes the need for reform and alternative approaches, such as restorative justice and counseling, to create safer and more equitable school environments. It also acknowledges recent resistance to these reforms and the importance of revisiting the lessons presented in the book. "Willful Defiance" by Professor Daniel J. Losen and Professor Russell J. Skiba is a book that explores the school-to-prison pipeline (STPP) and provides practical guidance on how to dismantle it. The book focuses on the experiences of black and brown parents and communities affected by the STPP and emphasizes the importance of community organizing and grassroots empowerment. It discusses the history and evolution of the STPP, as well as community-based initiatives to challenge zero tolerance policies. The book also addresses the significance of centering the voices and stories of affected communities and the challenges of collaborating with national advocacy efforts. While progress has been made in reducing suspension rates, racial disparities persist, and the book calls for the authentic implementation of strategies to transform school climate and culture. It also recognizes the need [Extracted from the article]

Most students released from detention never return to school. This study uses youth participatory action research and Social Justice Youth Development Theory to explore the experiences of those who do. Findings demonstrate that formerly incarcerated students want to return to school but face institutionalized resistance that amounts to racialized exclusion, violence, and state-sanctioned neglect at Chicago's school/prison nexus. We offer recommendations on how to "reverse" the school-to-prison pipeline by shifting educational and youth policies from surveillance and control to care, harm reduction, and greater youth and community oversight; shifts already arising out of student and educator activism, including through YPAR. [ABSTRACT FROM AUTHOR]

In the United States, great inequities exist within the science, technology, engineering, and math (STEM) fields in individuals who self-identify as belonging to underrepresented groups (e.g., from socioeconomically disadvantaged backgrounds, people with disabilities, and Black/African American, Hispanic/Latino, American Indian, Alaska Native, Native Hawaiian, or Pacific Islander). Underrepresentation in STEM careers has been documented to be due to a lack of qualified and diverse teaching personnel, limited access to resources in disadvantaged schools, and implicit bias within US institutions. In recognition of these inequities, an interprofessional team of biomedical faculty members and diversity, equity and inclusion (DEI) educators from the Louisiana State University Health Science Center (LSUHSC) in New Orleans developed and implemented a STEM educational training pipeline for elementary, middle, and high school (K-12), undergraduate, and medical students, with accompanying DEI training for LSUHSC mentors and staff to mitigate implicit bias and promote a welcoming environment for participants from different backgrounds. Our findings focus on one social determinant of health: access and quality of education. Other institutions can implement a program as described in the present study to address the educational and health inequities in their own communities. [ABSTRACT FROM AUTHOR]

Immigrant educational selectivity—immigrant parents' educational attainment relative to their peers who did not migrate—is associated with better schooling outcomes for children at later stages of the educational pipeline in the United States. Less is known, however, about its influence on early education‐related outcomes. Using Early Childhood Longitudinal Study data from three different cohorts and quantitative analyses, I examine the relationship between immigrant selectivity and school readiness at school entry (proxied through math skills and approaches to learning evaluations). I find that immigrant selectivity is positively associated with school readiness, but it does not generate a widespread immigrant advantage at school entry, contrary to findings related to schooling outcomes later in the schooling pipeline. Notably, among most Asian groups, immigrant selectivity partly accounts for school readiness advantages compared to their White peers with native‐born parentage, whenever they emerge. By contrast, accounting for immigrant selectivity reveals the full extent of the immigrant disadvantage at school entry among most Latino groups. These results suggest that immigrant selectivity is an important factor in shaping racial/ethnic stratification early in the schooling pipeline. [ABSTRACT FROM AUTHOR]

Data were obtained in Pennsylvania to examine school-based incidents in the Commonwealth for the 2021-2022 school year. These include any felony, misdemeanor of summary offenses that occur on school property. This study looked at the school-based incidents that were referred to juvenile court to see what legal and extra-legal factors influenced the case being dismissed or handled informally, or formally adjudicated in juvenile court. Having a prior juvenile court referral and committing a more serious offense were among the legal predictors of a case being handled formally, and race and gender were two extra-legal factors that predicted a case being handled formally. Implications for policy and research are discussed. [ABSTRACT FROM AUTHOR]

Prior research indicates that Black students and students from lower socioeconomic backgrounds are more likely to receive exclusionary discipline and are at risk of low academic achievement. However, the association between academic achievement and exclusionary discipline over time is not as well understood. With data from the Fragile Families and Child Wellbeing Study, the study uses structural equation modeling to investigate the relationship between exclusionary discipline and academic achievement over time and the predictive roles of race, socioeconomic status, and sex in these domains. Results indicate that Black children and children from lower socioeconomic backgrounds were more likely to receive exclusionary discipline and to have lower academic achievement when they were nine years old. Academic achievement at age nine was positively associated with academic achievement at age 15 and negatively associated with receiving exclusionary discipline at age 15. Similarly, receiving exclusionary discipline at age nine was predictive of low academic achievement at age 15 and a heightened risk of receiving exclusionary discipline at age 15. This study highlights disparities that exist in exclusionary discipline and academic achievement both in the short and long-term. More research is needed to address opportunity, discipline, and academic achievement gaps experienced by racially and economically marginalized children to ensure all can realize their full potential. [ABSTRACT FROM AUTHOR]

Increases in student experiences with social and mental health, acts of violence, and the school-to-prison nexus have prompted many schools to evaluate alternatives to safety that are equitable, inclusive, and student and family-centered. Punitive approaches to school safety have been shown to disproportionately affect underserved schools and students, especially racially- and ethnically-minoritized students, students with disabilities, LGBTQ + students, and students of low socioeconomic status. Building on an equity-based framework, we reviewed the literature on school safety alternatives that promote a safe, inclusive campus and foster students' overall wellbeing. In our scoping review, we identified 17 alternatives aligned with the equity-based framework. We then used an integrative review to organize these alternatives into four approaches: Equity and Inclusion, Social-psychological, Community-based, and Self-governance. Research findings of these approaches support the adoption of programs and practices across these four areas to enhance students' overall well-being and provide an equitable and safe environment for all within the school community. [ABSTRACT FROM AUTHOR]

The school-to-prison pipeline (STPP) describes in shorthand the problematic relationship between some students' school experiences and their subsequent incarceration. One summer, in response to vocal concerned parents, a suburban school board adopted a zero-tolerance policy for smoking and vaping. Through the combined effects of the zero-tolerance approach, exclusionary punishments, the presence of SROs (school resource officers), racially disproportionate disciplinary practices, and a culturally nonresponsive school setting, 90 students were introduced to the criminal justice system in one school year. This case helps school leaders examine the elements of the STPP and how they work together to damaging effect. The questions and activities will guide readers to develop multiple ways to forestall and/or repair STPP supporting policies and practices. [ABSTRACT FROM AUTHOR]

As schools across the United States begin to move away from the harsh Zero Tolerance policies that characterised the better part of the previous three decades, there is an opportunity to change the focus of school discipline. Frequently, school discipline policies are centred on punitive approaches that separate students from their peers. Rather than meeting the needs of these students, schools alienate them from their peers, teachers, and school communities. The goal of the education system is to provide children and adolescents with a quality education that will allow them to grow into productive and participating members of society. Zero Tolerance and school discipline policies were created to protect students, but, in practice, these policies have proven to be harmful and have unintended consequences. Too often, punitive disciplinary action in the school setting puts students on a pathway that leads into the juvenile or criminal justice system. Although the Zero Tolerance policy is a federal initiative, many states are beginning to realise the harmful impacts this policy has on students, especially marginalised students. As a result, states are beginning to pass legislation that veers away from Zero Tolerance, focusing more on alternatives like restorative practices. This article will explore these issues and share information on policies current states are using and the implications of these policies on students, as well as the school-to-prison pipeline.

This text explores the development of Kenyan athletes and the role of education in their success. It discusses how Kenyan student athletes began accepting athletic scholarships to U.S. colleges in the 1970s, which established pipelines for more Kenyan student athletes to come to the U.S. These pipelines were important for sustaining Kenya's dominance in middle- and long-distance running and provided opportunities for disadvantaged Kalenjin students to access higher education abroad. The development of these pipelines was influenced by Cold War-era educational exchange programs and the diplomatic relationship between Kenya and the United States. The text also highlights the challenges faced by Kenyan athletes due to NCAA rules and discusses the limited opportunities for Kenyan women runners to receive scholarships and participate in international athletics. While the recruitment of Kenyan athletes to U.S. colleges expanded opportunities for Kenyans in collegiate track and field, scholars have raised concerns about the power dynamics and potential exploitation involved in this process. [Extracted from the article]

School-based policing programs started as far back in the USA as the 1950s and became more popular in part as concerns about school safety increased. After the murder of George Floyd in May 2020, the scrutiny of municipal police extended to school policing, and the concerns that policing exacerbates the school-to-prison pipeline, particularly for Black and Brown children, led several districts to remove officers from their schools. However, some of these same districts have reinstated police following widespread reports of fighting and behavioural issues among students after nearly 2 years of sporadic education due to the COVID-19 pandemic. This paper discusses some of the recent trends and highlights evidence from several systematic reviews of evidence on the efforts of school policing, including a large-scale effort for the Campbell Collaboration. A more recent evaluation published since the reviews were done is also discussed. Finally, the article highlights a report to Congress by the National Institute of Justice and concludes with policy implications and a future agenda for research. [ABSTRACT FROM AUTHOR]

This study explores the link between zero-tolerance policies and the school-to-prison pipeline from the perspective of school resource officers. Zero-tolerance policies are disciplinary measures that exacerbate the school-to-prison pipeline by treating students like potential criminals and forcing them out of the educational system. Prior research has investigated the perspectives of students, teachers, principals, and the general public regarding school resource officers. However, there exists a research gap concerning the perceptions of school resource officers themselves regarding their role within the educational system. Semi-structured interviews were completed with a purposive sample (n = 25) of school resources officers from the Midwest. Some SROs emphasized the counselor/mentor role to provide emotional support to students, others were more inclined toward problem-solving or law enforcement and focused on rules enforcement. SROs express diverse views on the impact of zero-tolerance policies, with some acknowledging harm to students' success and others displaying indifference or cynicism, often attributing responsibility to parents, teachers, or the students themselves. [ABSTRACT FROM AUTHOR]

This qualitative study used BlackCrit theory to elucidate how white supremacist thinking plays out in Black teachers' perceptions of and practices with students with chronic disciplinary patterns. Black teachers' perceptions of Black students are critical to understand because Black students experience disciplinary actions, classroom push-outs, and special education referrals at a disproportionate rate. Internalized racism and racial battle fatigue are consequences of racism experienced by Black educators. Their daily experiences with racism impact how they interact with and view their Black students. [ABSTRACT FROM AUTHOR]

A substantial body of literature documenting the "school-to-prison-pipeline" identifies the adverse effects of punitive school discipline policies and how they have increased the contact students have with the juvenile justice system. This literature tends to position school policies and the broader education system as a significant contributor – both directly and indirectly – to incarceration. Relying on data from California, our paper first argues that there is little evidence of a direct "school-to-prison pipeline," as school discipline policies are rarely directly responsible for juvenile incarceration. Drawing from an extensive secondary literature on mass incarceration and data on incarceration and crime rates, the paper then argues that there is little reason to believe that school policy is a substantive indirect driver of incarceration rates. Finally, we show that activists and policymakers have adopted the STPP framework in ways that incorrectly suggest that changes in school policy are key to addressing incarceration. While the metaphor has proven to be morally evocative and catchy, attracting the attention of activists and politicians across the political spectrum, it ultimately obfuscates the complex realities of what drives punitiveness in schools and in society writ large. [ABSTRACT FROM AUTHOR]

Influenced by Dr. Michael Leiber, a body of juvenile justice research explores how legal, extralegal and institutional decision-making factors racialize the process of punishment. While this scholarship has indirectly considered the role of school-related factors for unequal court outcomes, an interdisciplinary body of work explores the relationship between schooling and criminal justice institutions directly, often under the framework of the school-to-prison pipeline. Building on juvenile justice research, and departing from the pipeline framing, we utilize the analytic framework of the school-prison nexus–which theorizes schools and the criminal justice system as fundamentally and symbiotically linked–to examine the role of school referral source and school enrollment status on differential court outcomes. Our findings highlight the structural and institutional processes behind the relationship between school enrollment and incarceration, and have implications for the ways in which the nexus between schools and juvenile courts entrench broader systems of inequality.

Wondering about possible reasons for the continuous shortage of bilingual teachers in the U.S., this five-year longitudinal qualitative narrative inquiry examines potential "leaks" in the pre-kindergarten to college (PK-20) Latinx bilingual teacher pipeline (BTP). We adopt Ocasio's Latino Teacher Pipeline framework which establishes PK-20 junctures where Latinx students are at risk of premature exit. The PK-20 junctures Latinx students face when deciding to become bilingual teachers are (1) high-school graduation, (2) enrollment in higher education, and (3) college graduation and obtaining certification. By examining the educational trajectories told by three Latinx becoming novice bilingual teachers, three salient PK-20 leaks are revealed in the participant's testimonios. One is the challenge to become and remain bilingual. Another is the facing of negative family messages toward teaching as a desirable career option. A third challenge is not feeling valued and supported in terms of their culture and bilingualism, within educational institutions including in the Bilingual Education Preparation Programs (EPP). We propose specific concerted actions among school district administrators and BEPPs to implement initiatives that forefront a commitment toward structuring and strengthening the Latinx BTP that may ameliorate the shortage of bilingual teachers. [ABSTRACT FROM AUTHOR]

Existing studies evaluate zero tolerance policies and the school-to-prison pipeline. Additional research identifies the role of criminal justice systems in deporting immigrants. Our work bridges these two literatures by discussing how immigrant students navigate the criminal justice system within schools. Using interviews with immigrant students, teachers, and administrators, we address the question: How is the school-to-deportation pipeline maneuvered by stakeholders? Our study identifies how school authority figures react to and even use the fear of the pipeline to (1) either protect students from becoming criminalized or (2) exclude students from standardized exam participation so as to maintain funding sources. [ABSTRACT FROM AUTHOR]

Research on the dearth of teachers of color has focused on disparities in college enrollment, completion, and academic major. The present study examines whether disparities may begin earlier. Analyses of nationally representative longitudinal data show that students of color are 2 to 4 percentage points less likely to hold teaching career expectations than White students in Grade 9—a pattern that remains stable during high school and 7 years later. Controlling for academic and socioeconomic backgrounds reduces the gap between Latinx and White students, but the gap persists for students of other racial and ethnic minority groups. Additional findings show early teaching career expectations relate to racial and ethnic disparities among college students who major in education. The study has implications for improving teacher diversity and rethinking pipeline challenges. [ABSTRACT FROM AUTHOR]

In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooling. With a focus on Australia, but drawing connections to other British settler colonial contexts, I propose school discipline is connected to raced carceral logics, through relations of: 1) crisis, safety, and security; 2) containment and control; 3) policing and surveillance. I argue that by examining the carceral logics of the state that underpin school discipline and exclusion, it is possible to shift attention onto structural violences that impact racialised young people in schools, rather than expecting such students to be included into a violent system. [ABSTRACT FROM AUTHOR]

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Latina high school students aspiring to careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) participated in the year-long Latina STEM Fellowship (LSF) program. A team of education professionals interviewed the students to better understand how these Latina students visualize a future STEM career, their perceived obstacles, and the ways they leveraged their positionality as high school Latina students to construct their identities. Semi-structured interviews revealed these students used the intersectionality of their race/ethnicity, culture, and gender to develop agency and express resilience in their future path toward a career in STEM. The students incorporated a positive and synergistic view of their Latina identities to envision success in their STEM career aspirations. Future research should focus on longitudinal studies that follow Latina students from high school through the university pipeline to better understand the factors that contribute to their success. This study highlights the need for structured STEM experiences for Latina students, who are typically underrepresented in most STEM fields. [ABSTRACT FROM AUTHOR]

This article explores the arguments presented in two books, "The Education Trap" and "Indentured Students," which challenge the belief that education alone can solve economic inequality. "The Education Trap" examines the negative consequences of standardized testing and accountability policies in public schools, while "Indentured Students" delves into the history of federal student loans and their impact on college graduates. Both books emphasize the need to address systemic inequalities and consider other factors such as trade and tax policies. The article also mentions the shifting perspectives on education reform, with conservatives advocating for school choice and Democrats prioritizing other policy areas. [Extracted from the article]

This article uses the history of Brooklyn's Truant School from its inception in 1857 to its demise in 1924 to highlight the interconnected rationales for public education and juvenile incarceration in nineteenth and early twentieth century urban America. Drawing on newspaper accounts and Board of Education records, I seek to historicize current understandings of the so-called school-to-prison pipeline by examining how the nation's modern penal and school systems were developed together during the antebellum and Progressive eras, not in tension, but as two sides of the same coin. [ABSTRACT FROM AUTHOR]

This paper examines the southern influence and litigation around carceral logic in public education, as evident in the racialized disciplinary codes and police presence in schools that led to the criminalization of youth during desegregation through the 1960s and into the 1970s. Southern school districts and state legislators worked in tandem with law enforcement to increase discipline and surveillance in newly desegregated spaces, changed laws to swiftly prosecute and remove youth from schools, and increasingly targeted youth with harsh disciplinary policies grounded in racist assumptions categorizing Black students as inherently violent. This form of disciplinary power and control presaged federal legislation including the Law Enforcement Assistance Act of 1965 and the Juvenile Justice and Delinquency Prevention Act of 1974, and shaped the foundations of today's anti-Black school discipline policies and police presence in schools. This article explicates how southern schools contributed to a burgeoning carceral logic that shared commonalities across the nation but at the same time were distinct from other regions. [ABSTRACT FROM AUTHOR]

This essay calls upon scholars in the largely siloed fields of history of education and carceral studies to examine the history of American education and criminal legal systems in tandem rather than in isolation from one another. In introducing the special section's articles, it proposes a new template for historicizing the "school-to-prison pipeline" in particular and the intertwined evolution of the state's protective, preventative, and punitive power more broadly. Specifically, the essay discusses how the carceral state both moved into and emerged from within public schools prior to and following the 1960s and 1970s. It also notes that the relationship between public education and the carceral state evolved in highly localized and contingent ways based upon the actions of individuals, organizations, and institutions at the community, state, and federal level. The essay concludes with a discussion of considerations for further research. [ABSTRACT FROM AUTHOR]